Guided Pathways: The New

Enrollment Management October 24, 2017 Pam Deegan Two parts: Fundamentals of Enrollment Management -today Scheduling - tomorrow

What is Enrollment Management??

What is Enrollment Management? Development of class schedule that meets student need: Transfer/degree/certificate Work-related skills Enhance competencies Appropriate planning to maximize the amount of funded Full-time Equivalent Students (FTES) the college can generate Support Mechanisms

Who is Involved? Should be a shared vision At operational level, key administrators and their management teams should be involved? Beware of committee decision-making!

What Information do You Need?? Ability to access reliable, historical information Ability to project enrollments based on historical information Ability to actively monitor live data to make decisions Ability to access the “rules”, ones which are clearly communicated to the entire college - transparency

Definitions

Math and Formulas behind Enrollment Management

FTES 1 Full-time Equivalent Student (FTES) is equal to 1 student enrolled in 15 semester hours for 2 semesters. This has nothing to do with units !

What is the difference between headcount and FTES?

What is FTES? What is Headcount? In the following example, Meagan, Debbie, and Carlos are each students at College of Knowledge Community College. In headcount, we count each student as an individual regardless of the number of classes or hours they are taking. With our example below, we have 3 people, therefore our headcount is 3. This is different than FTES (Full-time Equivalent Student). One FTES is equal to enrollment in 15 semester hours (not units) each week for 2 semesters. For those students who attend less than 15 hours each week, we piece their hours together. In our example, Meagan’s 9 hours, Debbie’s 3 hours, and Carlos’ 3 hours equal 15 hours and are therefore equal to 1 FTES, if they took the same hours Fall and Spring. Three people, but only 1 FTES. Carlos Meagan Debbie 9 hours Microbiology Lecture & lab 3 hours Creative Writing 3 hours Math = 15 hours + +

The Most Elemental Unit Daily Contact Hour (DCH) The time a class meets each day Based on 50-minute hour (each real hour consists of 50 minutes of instruction and 10 minutes of passing or break time.)

Class Hour Can’t be less than 50 minutes A class hour is commonly called a contact hour or student contact hour.

How do you calculate DCH when the Scheduled Time goes Beyond an Hour How do you calculate DCH when the Scheduled Time goes Beyond an Hour? Group Participation Using 8:00-9:05 as an example:

How do you calculate DCH when the Scheduled Time goes Beyond an Hour? Using 8:00-9:05 as an example: 8:00-8:50 = 8:50-9:00 = 9:00-9:05 = ? Contact Hours

How do you calculate DCH when the Scheduled Time goes Beyond an Hour? Using 8:00-9:05 as an example: 8:00-8:50 = 1.0 + 8:50-9:00 = 0.2 (converted break time) + 9:00-9:05 = 0.1 1.3 Contact Hours

OR 65 Minutes/50 = 1.3 Contact Hours 50 is the divisor in calculating contact hours for fractional extension of the hour: 65 Minutes/50 = 1.3 Contact Hours

OR

Required Breaks Start Here

Breaks Continued Source:SAAM s

From Randy Lawson

Daily Student Contact Hour (DSCH) Daily Contact Hour (DCH) X Number of Students

WCH = Weekly Contact Hours This tells us how many hours the class meets each week. WCH is the DCH times the number of days the class meets each week. When we look at our total WCH, we are looking at the size of our schedule. Each department can be assigned a certain number of WCH to schedule for each term—fall, spring, and summer.

WSCH WSCH WSCH = Weekly Student Contact Hours WCH X Enrollment = WSCH This tells us how many student hours we have and is the intermediate step in calculating FTES. How to calculate a rough estimate of FTES WSCH is calculated by the following: WCH X Enrollment = WSCH What else is WSCH used for? WSCH

Enrollment = the number of students in the class Until we know what the actual enrollments are, it is handy to use estimates. You need some sort of system to do this. We utilize estimates so that we can project what our total enrollments will be as soon as we plan the schedule.

Census These enrollments always fluctuate. For purposes of funding, the state takes a “snapshot” in time at the first 20% of the course. This is called Census. For a full 18-week semester, this occurs Monday of the 4th week. It is the 3rd week for 16 weeks. What is your Weekly Census date? Daily Census is class by class.

Full-time Equivalent Faculty FTEF Full-time Equivalent Faculty Used for different purposes FTEF is the portion of a full-time load which each particular class represents. Example – If a full-time faculty member has a load that consists of 15 hours (LHE), a 3 hour class represents what percentage of this faculty member’s load?

20 %

More Definitions

Efficiency

Are We Efficient? or The Cost of Generating FTES Statewide, a measure of efficiency is WSCH/FTEF where WSCH is divided by the Full-time Equivalent Faculty (FTEF). This tells us how much of a faculty load it takes to generate a given WSCH.

This is equivalent to FTES/FTEF of 17.5 Statewide, a WSCH/FTEF of 525 represents the point of financial break even for a college (for 17.5 week semester). It is 565 for a 16 week TLM College This is equivalent to FTES/FTEF of 17.5

What is the Break Even for a Class?

Number of Students in a Class 32 students X 3 WCH = 96 WSCH/.20 = 480 WSCH/FTEF 16 FTES/FTEF 33 students X 3 WCH = 99 WSCH/.20 = 495 WSCH/FTEF 16.5 FTES/FTEF 34 students X 3 WCH = 102 WSCH/.20 = 510 WSCH/FTEF 17 FTES/FTEF 35 students X 3 WCH = 105 WSCH/.20 = 525 WSCH/FTEF 17.5 FTES/FTEF

WSCH/FTES versus FTES/FTEF FTEF

Same WSCH/FTEF or FTES/FTEF for all Programs? It is about balance !

English vs. Anthropology Actual WSCH/FTEF 75% Cap WSCH/FTEF 90% Cap WSCH/FTEF 95% Cap WSCH/FTEF 100% Cap WSCH/FTEF   Anthropology 544 416 499 526 554 Astronomy 478 366 439 463 488 Automotive Technology 425 324 389 410 432 Biology 471 359 431 454 Communication 338 405 428 450 Counseling 467 382 459 484 510 Earth Sciences 394 473 525 Education 360 270 342 English 362 279 335 354 372

Master Planning using #s Category Fill Rate Compared to 100% Fill Course Success Rate State X 1 90 % and above X or better 2 Worst than 3 80 % - 89% 4 5 Less than 79% 6 Resource Implications

Where does 525 Come From ?

It comes from . . . 1 FTES = 15 WCH 17.5 Weeks/Semester = 35 weeks (maximum TLM) or 15 WCH x 35 Weeks = 525

Let’s Talk about What is Happening to Class Caps

What Happens Financially If you add Just One More Student to a class?

FTES – Weekly Census Formula WSCH (WCH X Number of students) X Term Length Multiplier 525 WSCH (3.4 x 1) X 16 525 =.103619 FTES = $533.741 for adding just 1 student Let’s say you have 1,000 sections that added one student, that is $533,741

How the State of California Calculates FTES 1. Weekly Census - Regular term length 2. Daily Census – Short-term classes 3. Positive Attendance -Classes that do not meet on a regular basis 4. Alternative Attendance Accounting Method- Credit – Independent Study, Work Experience, and certain Distance Education classes; Noncredit – Independent Study and Distance Education classes

Reported FTES is Subject to Annual Audits Contracted District Audit Manual (CDAM) compliance item 424 is the main compliance item related to FTES reported for state apportionment purposes (From the audit procedures performed, the auditor should report any instances of noncompliance as required by current standards.) CCR, title 5, sections 58020-24, continues to require the district to maintain detailed documentation to substantiate the data reported on the "Apportionment Attendance Report" Form CCFS-320. Each district governing board is required to adopt procedures to document all course enrollment, attendance and disenrollment as required by CCR, title 5, sections 58020-58024. Source: 15–16 CDAM as approved by DOF.doc

Instructional Services Agreements (ISA) (423) Other items reviewed: Instructional Services Agreements (ISA) (423) Residency for Credit Enrollment (425) Students Actively Enrolled (426) Concurrent Enrollment (Special Admit, PE Courses)) (427) Open Enrollment Requirements (435) To Be Arranged (TBA) Hours (479) Source: 15–16 CDAM as approved by DOF.doc

Why is this Important?? Please pay attention to how the manner of scheduling impacts the FTES generated. It is a big deal financially!

1. Census Week These are classes that meet on a regular basis each week for the full semester. Students are counted on enrollment, not attendance, during census.

FTES – Weekly Census Formula Full Term—Calculated at Census (20% of Term Length) Even though you don’t meet for them, holidays count in this method, but what about pedagogy?? Formula - WSCH (WCH X Number of students) X Term Length Multiplier 525

FTES—CENSUS WEEKLY EXAMPLE Class of 35 students meeting 75 minutes per day twice a week (150 minutes divided by 50 minutes is equal to 3.0 WCH) for 17.5 weeks (Standard Term Length Multiplier) Formula - 105 WSCH (3 WCH x 35 Students) X 17.5 525 3.5 FTES

Adding Minutes to Your Schedule Is That Okay??

How, Then, Do You Resolve Too Few Hours?

How Much is 1 FTES worth? 2016-17 2017- 18 Rate for 1 credit FTES $5,004 $5,151 Rate for 1 noncredit FTES $3,009 $3,098 Rate for 1 enhanced (CDCP) noncredit FTES CDCP = Career Development and Career Preparations

CDCP courses must be sequenced and lead to certificates CDCP courses must be sequenced and lead to certificates.  CDCP enhancement funding categories include: ·         ESL ·         Math and English Basic Skills ·         Short Term CTE Courses with high employment potential ·         High School diploma or high school equivalency certificates ·         Workforce preparation classes ·         Programs for apprenticeship Tim Flood Southwestern College

2. Daily Census The formula - This includes classes that meet on a regular basis for at least 5 days, but do not meet the full semester. Enrollment is counted on each course’s individual census day (20% of course). Summer, short-term courses, and Intersession are included here. The formula - DSCH (DCH X the number of students at census) x the number of days the class meets 525

FTES—CENSUS DAILY EXAMPLE Class of 35 students meeting 90 minutes per day (1.8 DCH) with 29 class meetings (6 weeks, 5 days per week, 1 holiday): Formula - 63 DSCH (1.8 DCH x 35 Students) X 29 Class Meetings 525 3.45 FTES

Special Considerations with Summer (Daily Census) Can count in either year (class by class) IF . . . . . . . Census day is in one year and end date in another. Give yourself flexibility by scheduling this way. Meetings need to occur with President, and Executive staff to make the decision of how to prepare the 320 report

3. Positive Attendance Actual hours of attendance are counted. If a student is in attendance they count. If not, they do not. Every 525 hours counts as one FTES. Included are: Irregularly scheduled credit courses Open entry/open exit In-service academy classes Non-credit classes Apprenticeship classes Tutoring courses

Faculty must keep daily attendance for all students

FTES—POSITIVE ATTENDANCE FORMULA Total Actual Attendance Hours 525

FTES – Positive Attendance Class of 35 students meeting a total of 3 hours per week (3.0 WCH) for 17.5 weeks) (not part of the formula, but for illustrative purposes, let’s pretend that 70% of the students stay in the class from the first day to the last day). 1,837.5 Hours (35 X 3.0 X 17.5) X 70% 525 2.45 FTES

Positive Attendance (PA) is counted in the semester of the last class meeting, even if a majority of the class met during a previous semester.

4. Alternative Attendance Accounting Method This is used for work experience, independent study, and some distance education courses.

How are Distance Education (online) courses reported ? Any appropriate method can be used if it meets the requirements of that particular apportionment method.

How is All of This Reported to the State?? Report is for entire district It represents almost the entire income for EVERYTHING at the colleges and the district.

CCFS -320 Report

320 Report Three regular reporting periods P1 (First Principal Apportionment)—January 15 This gives the Chancellor’s Office an idea of what the total enrollments might be for the entire system. The Chancellor’s Office gives districts a rough idea on how various funding streams may be allocated. P2 (Second Principal Apportionment)—April 20 Although still an estimate, used as the basis for initial funding allocation P1, P2, 320

Annual Report—July 15 Any changes from P2 submittal reflected in Recalculation of Apportionment in February of following year Recal Report—November 1 Opportunity to submit corrected report either to your benefit or detriment

Summary

ONLINE REFERENCES AND RESOURCES Student Attendance Accounting Manual: http://www.cccco.edu/divisions/cffp/fiscal/allocations/ links/manuals/saa_manual.htm Student Attendance Accounting Manual Addendum: http://extranet.cccco.edu/Portals/1/CFFP/Fiscal_Services/Accountability/CDAM/2015_16/2015-16%20CDAM%20as%20posted%20to%20website.pdf Chancellor’s Office Student Attendance Accounting Manual presentation on distance education - extranet.cccco.edu CCCCIO website CIO manual online at CCCCIO website http://extranet.cccco.edu/Divisions/FinanceFacilities/FiscalAccountability/ContractedDistrictAuditManual.aspx#CDAM_2015_FY_2015-16